On-campus Experiences Research Articles

Racial Micro-Affirmations: Latinx Close Friendships and Ethnic Identity Development

Through analysis of semi-structured interviews of 30 Latinx college students, we examined how Latinx students experience belonging, acceptance, and affirmations at a Hispanic-Serving Research Institution (HSRI) in California. Drawing from the theoretical perspectives of racial micro-affirmations, we uncovered two major themes: the importance of close friendships and the impact that ethnic studies courses have on ethnoracial identity development. This study contributes to the ongoing discussion of the on-campus experiences of underrepresented students as well as how to best serve and affirm them at HSRIs.

Opele Revisited: How Oceanic Blackness Impacts Student Belonging and Success

The Opele Report of 1992 provided a window into the concerns surrounding educational opportunities and quality of education for underrepresented Black students at the University of Hawaiʻi at Mānoa (UHM) (Takara, 1992, p. 4). By providing a comprehensive analysis, the “Opele Report” suggested multiple ways to improve Black student and faculty retention, recruitment, and well-being. Thirty years later, what has changed? How has Black student life and well-being improved, and how supported do they feel? How do they envision their belonging in an oceanic educational space where they are traditionally underrepresented? How might their experiences provide a space to rethink Blackness in oceanic settings? This article revisits the “Opele Report” by providing a window into the contemporary experiences of the 1.8% Black student population on campus by highlighting how they cultivate belonging while navigating their intersectional identities on the University of Hawaʻi at Mānoa campus. I focus on six former and current students affiliated with the Black Student Association as they engage in storytelling surrounding Blackness and belonging on campus and in Hawaiʻi as an expansion of a previous photo voice project and current documentary project. Each student’s response to a series of prompts reveals how Black hypervisibility and invisibility impact their on-campus experiences with belonging while gesturing to how it helps them expand conceptions of Blackness in an oceanic setting. Their dialogue highlights the need to honestly address diversity, inclusion, equity, and justice work on university campuses, including those beyond the continental United States. From experiencing tokenism from colleagues and throughout campus to racism from peers, these students’ experiences highlight the intricacies of finding belonging in the face of anti-Blackness that remains pervasive on campus and statewide.

Transgender and Gender Non-Conforming College Students’ Challenges, Supports, and Successes: An Interpretative Phenomenological Analysis

We report findings from an interpretative phenomenological analysis (IPA) study of transgender and gender non-conforming (TGNC) participants’ perceptions of their on-campus experiences. Participants reported their lived experiences of campus culture in the Deep South. The data was viewed through a minority stress framework. Four major themes emerged: a) supports for students; b) barriers for students; c) undergoing personal change; and d) influencing systemic change.

Comparing Saudi Students’ Academic Performance Before and After Implementing E-Learning During The Covid-19 Pandemic in the Adult Nursing Course: A Mixed-Methods Study Dr. Sharifah Alsayed1 College of Nursing King Saud bin Abdulaziz University for Health Sciences Dr. Ebtsam Aly Abou Hashish2 College of Nursing K

Background and Aims: Due to the COVID-19 pandemic’s-imposed lockdown, e-learning was widely implemented to continue educational plans. Similarly, King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) has implemented e-learning in all programs. This study compared nursing students’ academic performance in an adult nursing course before and after the implementation of e-learning during the COVID-19 pandemic. Methods: It is a mixed-method design in which both quantitative and qualitative data are collected. Conve¬nience sampling was employed in the quantitative part, while purposive sampling was used in the qualitative part. A total of 140 students were included by comparing their academic grades in two semesters before and after implementing e-learning, while the qualitative part was conducted through focus groups using semi-structured interviews with 12 participants. Inferential statistics and content analysis were done for quantitative and qualitative data, respectively. Results: The academic transcripts showed higher grades in the theoretical domain with e-learning compared to on-campus, with a significant difference (t = -11.6, p<0.001). In contrast, the grades were significantly lower in the clinical domain with e-learning compared to on-campus (t= 15.7, p<0.001). Two themes emerged from the qualitative findings, which are: the lived e-learning experience and the lived on-campus experience. Conclusion: The qualitative findings of this study were parallel with the quantitative results, where participants reported a negative impact of the lack of clinical practice on their academic performance in clinical domains. On the other hand, participants reported high flexibility associated with e-learning, which contributed to improving their academic scores. It is highly recommended to adopt hybrid (blended) learning as a learning strategy, especially in delivering nursing curricula.

Design principles for dual mode readiness in an uncertain future

ABSTRACT This paper proposes four principles for managers and higher education educators who are designing units and programmes so as to be dual mode ready. `Dual mode’ design and delivery enables students to equitably complete their studies fully online, while also offering on-campus experiences where possible. The four principles are: (1) All learning outcomes can be met irrespective of participation mode; (2) Teaching-learning activities are equitable across participation modes; (3) All students have equivalent opportunity to demonstrate achievement of learning outcomes; and (4) ‘Online ready’ design. Being dual mode ready will likely remain important as on-campus delivery may not be possible for all students. Further, universities may need to pivot rapidly to fully online delivery for a range of reasons, including pandemic-related circumstances. The four principles provide guidance on how best to ensure equity and fairness for students and teachers in a dual mode context.

Evaluating Students’ Satisfaction with Their University and City: A Case in Turkey

University satisfaction is not limited to academic processes, pedagogical interactions, or on-campus experiences. The city environment in
 which students live outside the university can also affect students’ satisfaction levels. This research aims to define the city and university
 satisfaction levels of students enrolled in a state university in Turkey, and to determine the relationship between students’ city and university
 satisfaction levels. The research was designed with a descriptive and relational design within the scope of quantitative research methods,
 and the sample consists of 1071 university students. A significant difference was found between city and university satisfaction and gender,
 education level, size of the family residence, and geographical region. The research concluded that city satisfaction is a significant variable
 in explaining university satisfaction. As students’ city satisfaction increases, university satisfaction also increases. City satisfaction explains
 33% of the total variance in university satisfaction. Services and facilities that will increase university students’ city satisfaction positively
 affect university satisfaction. This result shows that the city and the university have complementary qualities. At the same time, the results
 show that university satisfaction of students cannot be reduced to pedagogical and academic activities and on-campus experiences. In this
 context, it is possible that the university satisfaction level of the young people who study in a city is high, where the level of city satisfaction
 is high in terms of basic needs, social and cultural interactions, feeling of safety, entertainment opportunities, sports activities, adequate
 transportation, and travel services.

Students’ preferences for returning to colleges and universities during the COVID-19 pandemic: A discrete choice experiment

ImportanceWhen an emerging infectious disease outbreak occurs, such as COVID-19, institutions of higher education (IHEs) must weigh decisions about how to operate their campuses. These decisions entail whether campuses should remain open, how courses should be delivered (in-person, online, or a mixture of the two), and what safety plans should be enacted for those on campus. These issues have weighed heavily on campus administrators during the on-going COVID-19 pandemic. However, there is still limited knowledge about how such decisions affect students’ enrollment decisions and campus safety in practice when considering compliance. ObjectivesTo assess 1) students' willingness to comply with health protocols and contrast their perception of their classmates’ compliance, 2) whether students prefer in-person or online learning during a pandemic, and 3) the importance weights of different aspects of campus operations (i.e., modes of course delivery and safety plans) for students when they decide to enroll or defer. Design, setting, and participantsAn internet-based survey of college students took place from June 25, 2020 to July 10, 2020. Participants included 398 industrial engineering students at the Georgia Institute of Technology, a medium-size public university in Atlanta, Georgia. The survey included a discrete choice experiment with questions that asked students to choose whether to enroll or defer when presented with hypothetical scenarios related to Fall 2020 modes of course delivery and aspects of campus safety. The survey also asked students about expected compliance with health protocols, whether they preferred in-person or online courses, and sociodemographic information. Main outcomes and measuresWe examine students' willingness to comply with potential health protocols. We estimated logistic regression models to infer significant factors that lead to a student's choice between in-person and online learning. Additionally, we estimated discrete choice models to infer the importance of different modes of course delivery and safety measures to students when deciding to enroll or defer. ResultsThe survey response rate was 20.8%. A latent class model showed three classes of students: those who were “low-concern” (comprising a 29% expected share of the sample), those who were “moderate-concern” (54%) and those who were “high-concern” (17%). We found that scenarios that offered an on-campus experience with large classes delivered online and small classes delivered in-person, strict safety protocols in terms of mask-wearing, testing, and residence halls, and lenient safety protocols in terms of social gatherings were broadly the scenarios with the highest expected enrollment probabilities. The decision to enroll or defer for all students was largely determined by the mode of delivery for courses and the safety measures on campus around COVID-19 testing and mask-wearing. A logistic regression model showed that a higher perceived risk of infection of COVID-19, a more suitable home environment, being older, and being less risk-seeking were significant factors for a person to choose online learning. Students stated for themselves and their classmates that they would comply with some but not all health protocols against COVID-19, especially those limiting social gatherings. Conclusions and relevanceThe majority of students indicated a preference to enroll during the COVID-19 pandemic so long as sufficient safety measures were put in place and all classes were not entirely in-person. As IHEs consider different options for campus operations during pandemics, they should consider the heterogeneous preferences among their students. Offering flexibility in course modes may be a way to appeal to many students who vary in terms of their concern about the pandemic. At the same time, since students overall preferred some safety measures placed around mask-wearing and COVID-19 testing on campus, IHEs may want to recommend or require wearing masks and doing some surveillance tests for all students, faculty, and staff. Students were expecting themselves and their fellow classmates to comply with some but not all health protocols, which may help IHEs identify protocols that need more education and awareness, like limits on social gatherings and the practice of social distancing at social gatherings.

Cultivating a New “SEED”: From an On-Ground to Online Chemistry Summer Camp

The American Chemical Society (ACS) Project SEED (Summer Experiences for the Economically Disadvantaged) program has been exposing students to chemistry-related research for over half a century. The program was created and designed to recruit and prepare high school students from economically challenged households to explore and build their confidence in chemistry and STEM, enter college, and hopefully pursue a STEM career. Historically, the students engaged in a summer research experience on college campuses, industrial laboratories, or government facilities, working alongside a scientist mentor. However, the 2020 summer on-campus experiences were not possible due to COVID-19 mitigation efforts. Thus, even after the program planning and recruitment for the experience was well underway, the program pivoted to a virtual camp. The camp’s format was substantially different from the on-campus experiences, with 291 students nationwide participating in webinars, small group discussions, and completing assignments based on a schedule with due-dates. Gathering a combination of quantitative and qualitative data before and after the camp revealed increases in the students’ professional skills, STEM identity, and college preparation. We failed to find a change in their professional identity. We determined that students participating in future Project SEED programming could benefit from engaging in a combination of on-campus and online events to experience authentic laboratory research and gain a more global perspective of chemistry careers and the potential for extended networking with other Project SEED participants and alumni.

Redesigning the Future of Experiential Learning

In response to the call for more work-ready graduates, many academic programs have looked toward experiential learning to close the gap between theory and practice. Rather than sending students off campus, we have chosen instead to create an on-campus experience consisting of a series of two credit courses. Each course is the outcome of a collaborative process that relies on the expertise and experience of industry professionals who help develop and ultimately deliver a customized learning experience. These activity-based, guided learning experiences provide an inside look at how core knowledge can be applied to real work processes and problems.

Virtual Classrooms during the Covid-19 pandemic

In order to contain the virus, lockdown was imposed and as a consequence, education delivery methods have changed drastically, with e-learning progressively identifiable, and teaching being carried out with the help of digital platforms.Teachers are struggling with Zoom and Google classrooms to teach students. The conventional style of lectures is deemed incompetent and has been criticized for its inadequacy in involving students, now the focus has been diverted on more innovative pedagogical methods, such as group training, peer interaction and integrated or 'flipped' learning. These practices can continue on-line and can help to develop and expand the interest of students. Multiple IT tools can now be incorporated as a teaching strategy so that Professors and teachers, rather than emphasizing on the classical lecture format, can bring innovation and interactivity to their teaching.One of a very basic and interesting tool is Interactive Video. It allows teachers to enable students to practice questions and discussions while watching videos, by marking signs at specific moments during that video. Mostly the topics are previously taught so it`s easy for a student to understand the lesson. Students can even return back and watch the same video again, in order to develop thorough understanding of a topic. The performance of each student can be evaluated and this approach keeps track of their problems and the topics which are harder to understand. The students stay motivated as the feedback is instant and timely. May educators take Quizzes as standard in classrooms, This learning format develops variety of discussion and suggestions.Apps like Kahoot, Socrative, Quizlet can result in effective classroom engagement. These apps when assigned, allow teachers to test understanding of students simultaneously. Quizzes may be in the form of open-ended short questionnaires, short answer question, true-false, or multiple choice questions. When the quiz is created by the educator and displayed, students can either use their laptops, computers or phones to respond. This is a synchronous type of interaction, where the teachers screen is displaying the questions, and students have to reply through their own devices.It is difficult to engage students during online classes and this issue need to be resolved. If such an approach is adopted which highlight students perspective into consideration rather than trying to accomplish a fake on-campus experience online. Novel methods to teach using digital technology compliments the teaching system and adds creativity. The concept of virtual classroom is potentially off-putting and unfamiliar for new students, studying online for the first time. There are multiple factors influencing the engagement and involvement of students in online system of teaching: it includes family of students due to which students are distracted and focus less during online sessions, additionally, there may be lack of proper technical facilities i.e they may either have no digital facility or older and slower versions which make it difficult for students to understand during the online classes.

Penn Access Summer Scholars program: a mixed method analysis of a virtual offering of a premedical diversity summer enrichment program

ABSTRACT In the USA, numerous summer programs are available for undergraduate students that seek to increase the number of individuals from groups underrepresented in medicine (URM) that matriculate to medical school. These programs have typically been conducted at research-focused institutions, involving hands-on-research and various enrichment experiences. For 2020, the COVID-19 pandemic resulted in the suspension of on-campus student activities at American universities, necessitating a switch to a virtual format for these URM-focused programs. Outcomes, however, from these programs conducted virtually, necessitated by the COVID-19 pandemic, have not been reported. The Penn Access Summer Scholars (PASS) program at the Perelman School of Medicine (PSOM) targets URM undergraduates, providing two consecutive summers of mentored research and enrichment experiences, with the goal of enabling participants’ matriculation to PSOM. PASS has been an 8 week on-campus experience, but during summer 2020, virtual programming of 6 weeks was provided due to the COVID-19 pandemic. Participants in the 2020 virtual offering of PASS completed pre- and post-program surveys that included 5-point Likert-style and open-ended questions to determine the impact of the programing on self-assessments of research skills, familiarity with the physician identity, and preparedness to be a PSOM student. Post-program, participants also assessed program administration and content. With respect to program objectives, participants reported significant increases in their self-reported confidence in conducting research, understanding of physician identity, and sense of preparedness for medical school. The educational value of the program content, their level of engagement in the program and the overall quality of the program were rated as excellent or outstanding by large majorities of respondents. Content analyses of participant comments were consistent with these quantitative results. Therefore, a premedical summer enrichment program targeting URM undergraduates can be successfully conducted virtually to achieve program objectives and may increase the availability to these initiatives.

Promises and Realities: Academic Advisors' Perspectives of Dual Enrollment Credit

Dual enrollment (DE) is a common method for high schools to offer postsecondary preparation, exposure to college-level expectations, and, potentially, college credit. Some dual-enrollment students enter college with 24 semester hours. Upon matriculation, these high-credit DE (HCDE) students present unique challenges to college academic advisors. This study examined the experiences of these advisors by utilizing semi-structured interviews with academic advisors from Colorado who work with HCDE students. Advisors frequently had to address implications of DE credits on time to graduation, degree planning, potential costs savings, and tradeoffs with on-campus experiences. Implications include the need for four-year institutions to better communicate with high school students and counselors and to improve planning for the complexities of HCDE students.

Meaning in Measurement: Evaluating Young Autistic Adults' Active Engagement and Expressed Interest in Quality-of-Life Goals.

Why was this study done?: This study piloted a measurement strategy for deciding what to measure and support in real-world contexts of independent living and on-campus experiences in a 3-week residential program for young autistic adults.What was the purpose of this study?: The study aimed to measure and support autistic adults' quality of life (QoL) learning in terms of the extent to which pursuing self-set wellness goals, with supports, positively impacted autistic adults' active engagement (e.g., participation in wellness activities), and expressed interest (e.g., willingness to participate).Why was this program developed?: The program was developed because more young adults on the spectrum are aging into adulthood without personalized, respectful, and meaningful supports to promote engaged adult living. We wanted to build on our experience and feedback from autistic adults, family, and partners who have engaged in weekly social engagement groups on a university campus and called for more comprehensive transition programs.What did the program do?: The project was a pilot of an on-campus program aimed at facilitating personally meaningful improvements in QoL through empowering autistic adults to act on their personal motivations, interests, and goals. It also emphasized learning through experiences in real-life contexts, in collaboration with other participants, campus resources, community members, and program staff.How did the researchers evaluate the new program?: The program team used both quantitative and qualitative methods. Quantitative methods included standard self-report tools that autistic adults used to rate their safety needs, adult self-direction skills, autism-related self-concept, priority of self-set wellness goals, and confidence in abilities to achieve and learn more about one's own wellness goals. Predetermined qualitative methods included analysis of themes from participants' narrative data from their wellness interviews with participants and open-response items from self-report tools. The program was also responsive through a preprogram wellness interview with parents, staff's field notes about of participants' behaviors, conversational interactions with participants, and team discussions. Researchers contextualized and synthesized the data into narrative case studies about each participant's wellness journey.What were the early findings and what do they add to what was already known?: Results showed that the program was able to facilitate participants' QoL learning in personal wellness goals in collaboration with campus and community resources. Participants expressed meaningful changes in their expressed interests, active engagement, and self-concept through participating in this brief residential on-campus program.What are potential weaknesses of this pilot?: Weaknesses included a short time period of 3 weeks, a small participant count of 5, and the resource-intense supports needed for the program.What are the next steps?: The next steps are to adjust the program based on participant feedback and pursue creation of a multiyear program to continue piloting the measurement and support strategies for facilitating autistic adults' active wellness engagement and self-determined independent living.How will these findings and this work help autistic adults now or in the future?: This work informs future wellness interventions for measuring and supporting autistic adults' efforts to self-determine meaningful changes to their QoL.

Creating conversations about consent through an on-campus, curriculum embedded week of action

ABSTRACT Sexual violence is a widespread issue on university campuses. Although not a new concern, Higher Education Institutions (HEIs) in the United Kingdom (UK) have only recently implemented prevention strategies. Many approaches focus on increasing knowledge of consent and related harms, but are rarely evaluated, or sit outside of the curriculum. While research is increasing, students’ perceptions, on-campus experiences, support-seeking and reporting preferences remain unclear. This article presents a case study of an award-nominated, annual ‘Consent’ week of action involving inter-disciplinary, cross-campus, curricula-embedded workshops and events. 171 students and 10 staff completed a 25-item survey focusing on event feedback, sexual violence victimisation experiences, bystander intervention opportunities, reporting preferences, support service knowledge and perceptions of consent. Our findings suggest sexual violence is prevalent, with many students witnessing incidents, but not knowing where to report or seek advice. Reasons included self-management, stigma, safety concerns, limited faith in existing reporting mechanisms and the normative nature of sexual violence within UK HEIs. Students and staff rated the ‘Consent’ week as excellent, particularly in increasing knowledge around consent, which students appear to find difficult to navigate. Our work highlights the importance of embedding consent-related initiatives within existing programme curricula, highlighting challenges and recommendations for future initiatives.

Aligning Expectations to Experiences: A Qualitative Study of International Students Enrolled on Privately Provided UK University Pathway Programmes

Against a neoliberal backdrop impelling evolving changes to university funding and income streams, the private pathway sector has established itself in the last decade as a key partner in recruiting and teaching international students for universities. Pathway providers deliver year-long courses for international students, usually at university-based Study Centres. Almost 50% of UK pathway programmes are delivered for universities in partnership with private providers (ICEF, 2016a). Typically, Foundation programmes permit students access to undergraduate university Degrees. A risk posed is that in the commercial drive to increase international student numbers, a mismatch occurs between students’ perceptions of a university’s pathway programme and the students’ subsequent experiences. This thesis examines whether the early experiences of international students on UK-university based, privately delivered Foundation programmes, matched their expectations set during recruitment. A qualitative study using Mazzarol & Soutar’s (2002) “pull” factors as the theoretical basis for the research, 35 international students enrolled on privately delivered Foundation programmes at six UK universities took part in focus groups and online interviews. The participants provided direct insights into their reasons for studying in the UK, their expectations established during the recruitment process and subsequent on-campus experiences. Data from the focus groups and interviews were initially open coded in an inductive process, with further coding deductively testing the presence or absence of themes in international student literature. Online interviews with participants further explored premises established from the focus groups. The research established five major findings to better align students’ expectations to their experiences. Students’ families are key influencers and should be engaged more during decision-making; personalised digital information tools should be leveraged to better set and managing student expectations; students must experience responsive ‘customer service’ during their pre- and post-arrival; misaligned early impressions of a university Study Centre hugely influences student experiences and satisfaction; and pathway providers must promote the pedagogical uniqueness of their offering and quality of teaching staff to prospective students. With little literature examining international pathway provision, specifically pertaining to international student expectations and experiences, the research contributes new knowledge to this fast-growing international sector.

Online communication design education: the importance of the social environment

ABSTRACT Traditions associated with the physical studio in design education have obstructed translation to an online model. Literature on design pedagogy reveals the studio is considered essential for design education. This perception can be traced to the atelier model in the fine arts, in which students practised under a master. This method also underpinned the early twentieth-century development of design curriculum at the Bauhaus, whose mission was to unite art and industry. This paper examines the essential attributes of the traditional design studio alongside current on-campus experience to better understand studio dynamics. I argue that, while teaching design in an online environment may be complex, it is possible. Barriers to online design education relate to the traditional studio experience, which differs to the contemporary on-campus design studio. Only through in-depth consideration of the current context can an equivalent online learning environment and community of practice occur.

Leading by listening, learning by doing: modeling democratic approaches to conservation leadership in graduate education

Conservation professionals are increasingly called on to adopt democratic approaches that integrate public concerns and diverse societal voices yet are not taught how to do so. We use a case study approach to analyze a 3-year graduate learning initiative piloted in Mexico by Universidad Veracruzana and the University of Florida that sought to fill this gap. Two team-taught courses were integrated with multiple field and on-campus experiences (e.g., stakeholder simulations, community dissemination events, scholar-practitioner workshops, a student exchange forum), pedagogically modeling the collaborative leadership needed to address current conservation challenges. Our analysis highlights individual student and institutional impacts, drawing on systematic reflections, an external evaluation, and a student survey administered 3 years after the initiative ended. Through methodical learning opportunities, students incrementally and systematically developed skills and confidence. Their conceptualization of leadership shifted as they preferentially referred to themselves as agents of change (versus leaders), working across disciplines and collectively with multiple social actors. Students highlighted the following learning impacts: the strength of diversity across disciplines and individuals, individual and collective learning, intertwined professional and personal growth, and a new concept of conservation leadership. The university-to-university collaboration continues through multiple joint activities. Maintaining institutional support and instigating administrative change toward a democratization of educational processes is a slow and delicate proposition, yet it occurred. Finally, we emphasize integration of training to manage conflict and collaboration into conservation education as well as constant reflection to appropriately redirect programs.

A Qualitative Exploration of On-Campus Experiences of English-Speaking Graduate International Students at a Leading Japanese University

A Qualitative Exploration of On-Campus Experiences of English-Speaking Graduate International Students at a Leading Japanese University

Preparing Teacher Trainees for Field Experience: Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana

This study sought to understand the process of providing on-campus practical experience to teacher trainees in preparation for practicum in basic schools, and how the trainees perceive these. It used the mixed method approach to obtain data from three purposively sampled colleges of education in the Central Region of Ghana. Questionnaires were administered to 232 teacher trainees; 12 focus group discussion sessions were held with the trainees while an interview guide was used to elicit data from 24 college tutors. The findings showed that the on-campus experience offered trainees the opportunity to improve on their knowledge and practice of general pedagogical skills such as the writing of lesson plans, statement of appropriate lesson objectives, lesson delivery, timing of activities, and the use of teaching and learning resources. However, there was no evidence of documented standards and guidelines for the conduct of the on-campus practicum. Again, trainees had very limited time to engage with supervisors and critically interrogate and reflect on their own practices. Consequently, it was suggested that teacher training institutions should develop appropriate teaching standards and guidelines for on-campus teaching practice and give trainees more opportunity to engage with and critically interrogate their own practice in the process of learning to teach.

A Qualitative Exploration of On-Campus Experiences of English-Speaking Graduate International Students at a Leading Japanese University

With the rapid expansion of English-medium courses/degree programs at Japanese universities over the past 15 years, a greater number of English-speaking international students from diverse backgrounds are being attracted. However, little research has been conducted to address the needs of this minority group, especially at the graduate level. Employing interpretative phenomenological analysis (IPA), this study explores on-campus satisfaction with life (SWL) of nine graduate international students studying primarily in the Englishmedium regarding the support model of their Japanese university. Four master themes of traditional support, student ideal support, challenges, and best practices are discussed. The results present effective Japanese university support strategies that can promote SWL of English-medium graduate international students.